Why is it important to support and extend children and young people’s

speech, language and communication development?

• Speech, language and communication skills are vital building blocks for other areas of their development

• Speech, language and communication are central to children and young people’s ongoing development into adulthood

• The impacts for children and young people who have difficulties with speech, language and communication are many and varied

Speech, language and communication skills continue to be central to

development and learning

Activity 2d: What’s typical for a 2 year old?

Uses 50 or more single words Points to get your attention Babbles sounds like ba-ba-

ba

Asks lots of questions Understands between 200 and 500 words

Understands questions like ‘where’s teddy?’

Plays with other children Talks about something that happened in the past

Makes short sentences of 2-3 words

Activity 2d: What’s typical for a 2 year old? Answers

Uses 50 or more single words

Asks lots of questions Understands between 200 and 500 words

Understands questions like ‘where’s teddy?’

Makes short sentences of 2-3 words

• The importance of speech, language and communciation development

• 10%• 34% EYFS• 50%

Step 2. Universally speaking

Universally speaking Whole class• Information on what is

typical across the age groups

• How to check out these skills in the classroom

• What to do to support communication in the classroom

How do children and young people develop their speech, language and

communication skills?

Speech, Language and Communication Needs (SLCN)

• Most children follow the expected pattern of development for their speech, language and communication at the expected times. Some, however, do not. These are described as having Speech, Language and Communication Needs - SLCN

Recognising children and young people who may have SLCN

• Recognising children and young people is based onHaving a good understanding of the ages and stages of

speech, language and communication developmentObserving and recording what a child can do, as well as the

things they may find difficultConsidering speech, language and communication if a child

or young person is having difficulties in ANOTHER area of their development or life

Getting the views of the child, young person and their parents

Using tools and resources to help you Sharing any concerns with others

Children and young learning more than one language

• Children and young people do not have SLCN simply because they are learning more than one language. Additional language learning is not an indicator for SLCN, nor are limited English skills, where the home language is developing as expected• However, some children who are learning more than one

language will have SLCN. This is because developing speech, language and communication

skills is difficult for them whatever the language and they would have difficulties whether they were learning 2 languages or one

It is really important to identify these children's needs, but it can be quite difficult

• Resources and tools• SLCF• Talking Point